Republic of the Philippines Bulacan State University Sarmiento Campus Detailed Lesson Plan in Mathematics 1 I. OBJECTIVES At the end of the discussion, the students should be able to: a. identify and name the digits in two-digit numbers, b. develop an appreciation for the importance of understanding place value in reading, writing, and working with numbers, and, c. draw representations of two-digit numbers. II. SUBJECT MATTER Topic: Place Value Reference: https://www.splashlearn.com/math-vocabulary/place-value/place-value#0-what-is-placevalue Materials: Visual Aides, Paper, Colored pencils, or crayons III. PROCEDURE TEACHER’S ACTIVITY A. Preliminary Activity LEARNERS’ ACTIVITY A. Preliminary Activity 1. Prayer Before we start our class let us pray first May I request someone to lead the prayer (One student will stand up and lead the prayer) Student you may lead the prayer. (Student C will stand up and pray) Amen 2. Greeting Good day class, how are you today? Good day teacher! (different responses) Well, good then! 3. Checking Attendance Okay class! For your attendance kindly get a small piece of paper, and I want you to write your name and date today, and put it in the box here in my table. Is that clear? Yes ma’am Very good ! 4. Checking of Assignment Okay class bring out your assignment I gave yesterday (The student’s will bring out their assignment) Okay class pass your assignment forward. 5. Review of the past lesson In your past lessons you have learned about numbers, Who can count 1 to 40? Student will raise their hands. May I call on Student B. Very good that is correct. Let us give Student B a Good Job Clap What about 41 to 70 who can count? May I call on Student C. Very good that is correct. Let us give Student C a Wow Galing Clap How about 71 to 99 who can count? (Student B counts 1 to 40) (The Students and Teacher will do the Good job clap together) Student will raise their hands. (Student C counts 41 to 70) (The Students and Teacher will do the Wow Galing Clap together) Student will raise their hands. (Student D counts 71 to 99) May I call on Student D. Very good that is correct. Let us give Student D a Angel Clap (The Students and Teacher will do the Angel Clap together) Imagine numbers as special symbols that show us how many things there are. Each number has its own job, like a superhero with a unique identity. For example, the number 5 means five of something, just like you have five fingers on one hand. Numbers are everywhere, like on your house, street signs, and when you count things, making it like a superpower for everyday life! B. Motivation B. Motivation Okay class before we start our discussion, Let’s play a game. The teacher will place the words Tens and Ones separately in the front. And I will instruct the students to place themselves at the back. Instruction: I will show you a picture and determine which if it is a Tens or a Ones. Place yourselves to the right answer. Those who got the correct will proceed to the next round and place themselves at the back again. And those who got the wrong answer will sit in their respective seat. Okay class let’s start the game. Are you ready The class would respond "Yes Teacher! For the first question, The number is 28, what is the place value of 8. (Expected Answer) Ones Those who got the wrong answer can sit now on your respective seat. Next question, The number is 34, what is the place value of 4. (Expected Answer) Ones Those who got the wrong answer can sit now on your respective seat. Next question, The number is 45, what is the place value of 4. (Expected Answer) Tens Those who got the wrong answer can sit now on your respective seat. Next question, The number is 15, what is the place value of 1. (Expected Answer) Tens Those who got the wrong answer can sit now on your respective seat. Next question, The number is 87, what is the place value of 7. (Expected Answer) Ones Those who got the wrong answer can sit now on your respective seat. And for those who got all the correct answer stay in the front. Let us all give all of them a round of applause. ( The teacher and the students will clap together ) You may take your seat now. Okay class, thank you for the participation Now, Let’s continue to our discussion C. Sharing Objectives At the end of the discussion, the learners should be able to : a. identify and name the digits in twodigit numbers accurately, b. develop an appreciation for the importance of understanding place value in reading, writing, and working with numbers., and, c. draw representations of two-digit numbers. C. Sharing Objectives D. Discussion • D. Discussion Class Discussion What is Place Value? - In math, every digit in a number has a place value. Place value can be defined as the value represented by a digit in a number on the basis of its position in the number. For example, in the number 36, the place value of 3 is 3 tens (or 30), and the place value of 6 is 6 ones. So, the number 36 is made up of 3 tens and 6 ones. Do you get it class? (The class will respond, "Yes, teacher.") Okay another example in the number 74, the place value of 7 is 7 tens (or 70), and the place value of 4 is 4 ones. Are we clear class? Tens Ones Numbers 3 6 = 36 7 4 = 74 (The class will respond, "Yes, teacher.") Even though the digits are the same in both numbers, their place value changes with their position. Did you get it class? (The class will respond, "Yes, teacher.") Tens Ones Numbers = 15 (The class will respond, "15") = 28 (The class will respond, "28") Okay class here’s in the table who can give me the correct answer? What is the Tens and Ones for number 1? Okay student Y, what is the answer? ( The students will raise hands ) Expected Answer Verygood Student Y, Let’s give student Y an Angel Clap. ( For Tens it’s number 1 and for Ones it’s number 5 ) ( The students and teacher will do the Angel Clap ) Okay class for the number two who can answer? ( The students will raise hands ) Okay student X, what is the answer? Expected Answer ( For Tens it’s number 2 and for Ones it’s number 8 ) That is correct Student X, Let’s give student X an Good Job Clap. ( The students and teacher will do the Good Job Clap ) Okay class that’s the end of our discussion for today! E. Generalization E. Generalization Now let us have a recap about what we have discussed. If you have any question or clarification kindly raise your hand. Any one? If none let me ask you for the review. What is Place Value? May I call on Student G. Expected Answer ( In math, every digit in a number has a place value. Place value can be defined as the value represented by a digit in a number on the basis of its position in the number. ) Brilliant! Let us give Student G an Angel Clap Next, What is the Tens and Ones of 56? Student H? Very good! Let us give Student H an Good Job Clap (The students will do the Angel Clap altogether) Expected Answer ( For Tens it’s 5 and for Ones it’s 6 ) (The students will do the Good Job Clap altogether) What is the answer if we have 1 Tens and 8 Ones? Student I? Expected Answer ( 18 ) Verygood Student I Let us give Student I a Wow Galing Clap (The students will do the Wow Galing Clap altogether) F. Application F. Application Okay class let’s have an activity. Our activity is called “ Number Art ” Each student picks one two-digit number from the list below. Draw a colorful and creative representation of that number using shapes. Two-Digit Numbers 1. 15 2. 28 3. 34 4. 45 5. 53 6. 57 7. 67 8. 72 9. 79 10. 84 11. 88 12. 43 13. 25 14. 93 15. 99 Use the same color or shape for the tens part of the drawing. For the ones, You can use another color or shape different from the tens. I’ll give you 15mins to finish it, after the 15 mins you will pass your paper finish or not finish. Is that clear class? The class would response “Yes Teacher” Very good class! Now I will distribute a blank paper, (The teacher distribute the blank paper) Okay class your 15mins starts now… After 15mins… Okay times up, pass your paper forward finish or not finish. (The Students pass their paper) IV. Evaluation Okay class let’s have a short quiz, kindly bring out one (1) piece of paper. Answers only. Directions: Fill in the correct tens and ones for the given number. Tens Ones Number 1. = 28 2. = 42 3. = 35 4. = 44 5. = 38 6. = 58 7. = 51 8. = 66 9. = 89 10. = 76 V. Assignment Direction: Write O when the digit that is underlined is Ones. And write T when the digit that is underlined is Tens. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 28 38 45 64 56 76 84 33 99 11 Prepared by : Pahayahay, Angelica B. Submitted to : Abigail G. Bombaes